Determining Teachers’ TPACK through observations and self-report data

D.D. Agyei, Joke Voogt

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

Abstract

This study reports an arrangement directed at the development of 12 pre-service teachers’ TPACK, by guiding them in developing, practicing and teaching lessons that integrate technology for the first time. Interview, observation, and survey data were collected throughout the study. Results from the study confirmed the contention of Koehler and Mishra (2008) that teachers’ TPACK can be expressed in different ways for different students and in different contextual conditions. Analysis of lesson plan documents showed a well presented theoretical development of the teachers’ TPACK. This seemed to have aligned with their self-reported beliefs which reported slightly higher competencies of TPACK. Observation data however, indicated that teachers had acquired technology integration skills but demonstrated relatively low competencies in blending the components of TPACK. The study leaves no doubts that these teachers’ stated pedagogical beliefs did not align with their instructional practices
LanguageEnglish
Title of host publicationProceedings of Society for Information Technology & Teacher Education International Conference 2011
EditorsM. Koehler, P. Mishra
Place of PublicationChesapeake, VA
PublisherAACE
Pages2314-2319
ISBN (Print)9781880094846
Publication statusPublished - 2011
Event22nd International Conference of the Society for Information Technology & Teacher Education 2011 - Nashville, United States
Duration: 7 Mar 201111 Mar 2011
Conference number: 22

Publication series

Name
PublisherAACE

Conference

Conference22nd International Conference of the Society for Information Technology & Teacher Education 2011
Abbreviated titleSITE
CountryUnited States
CityNashville
Period7/03/1111/03/11

Fingerprint

teacher
Teaching
interview
student

Keywords

  • METIS-283727
  • IR-84632

Cite this

Agyei, D. D., & Voogt, J. (2011). Determining Teachers’ TPACK through observations and self-report data. In M. Koehler, & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 2314-2319). Chesapeake, VA: AACE.
Agyei, D.D. ; Voogt, Joke. / Determining Teachers’ TPACK through observations and self-report data. Proceedings of Society for Information Technology & Teacher Education International Conference 2011. editor / M. Koehler ; P. Mishra. Chesapeake, VA : AACE, 2011. pp. 2314-2319
@inproceedings{082f551fa6224bde940702a82429f13d,
title = "Determining Teachers’ TPACK through observations and self-report data",
abstract = "This study reports an arrangement directed at the development of 12 pre-service teachers’ TPACK, by guiding them in developing, practicing and teaching lessons that integrate technology for the first time. Interview, observation, and survey data were collected throughout the study. Results from the study confirmed the contention of Koehler and Mishra (2008) that teachers’ TPACK can be expressed in different ways for different students and in different contextual conditions. Analysis of lesson plan documents showed a well presented theoretical development of the teachers’ TPACK. This seemed to have aligned with their self-reported beliefs which reported slightly higher competencies of TPACK. Observation data however, indicated that teachers had acquired technology integration skills but demonstrated relatively low competencies in blending the components of TPACK. The study leaves no doubts that these teachers’ stated pedagogical beliefs did not align with their instructional practices",
keywords = "METIS-283727, IR-84632",
author = "D.D. Agyei and Joke Voogt",
year = "2011",
language = "English",
isbn = "9781880094846",
publisher = "AACE",
pages = "2314--2319",
editor = "M. Koehler and P. Mishra",
booktitle = "Proceedings of Society for Information Technology & Teacher Education International Conference 2011",

}

Agyei, DD & Voogt, J 2011, Determining Teachers’ TPACK through observations and self-report data. in M Koehler & P Mishra (eds), Proceedings of Society for Information Technology & Teacher Education International Conference 2011. AACE, Chesapeake, VA, pp. 2314-2319, 22nd International Conference of the Society for Information Technology & Teacher Education 2011, Nashville, United States, 7/03/11.

Determining Teachers’ TPACK through observations and self-report data. / Agyei, D.D.; Voogt, Joke.

Proceedings of Society for Information Technology & Teacher Education International Conference 2011. ed. / M. Koehler; P. Mishra. Chesapeake, VA : AACE, 2011. p. 2314-2319.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

TY - GEN

T1 - Determining Teachers’ TPACK through observations and self-report data

AU - Agyei, D.D.

AU - Voogt, Joke

PY - 2011

Y1 - 2011

N2 - This study reports an arrangement directed at the development of 12 pre-service teachers’ TPACK, by guiding them in developing, practicing and teaching lessons that integrate technology for the first time. Interview, observation, and survey data were collected throughout the study. Results from the study confirmed the contention of Koehler and Mishra (2008) that teachers’ TPACK can be expressed in different ways for different students and in different contextual conditions. Analysis of lesson plan documents showed a well presented theoretical development of the teachers’ TPACK. This seemed to have aligned with their self-reported beliefs which reported slightly higher competencies of TPACK. Observation data however, indicated that teachers had acquired technology integration skills but demonstrated relatively low competencies in blending the components of TPACK. The study leaves no doubts that these teachers’ stated pedagogical beliefs did not align with their instructional practices

AB - This study reports an arrangement directed at the development of 12 pre-service teachers’ TPACK, by guiding them in developing, practicing and teaching lessons that integrate technology for the first time. Interview, observation, and survey data were collected throughout the study. Results from the study confirmed the contention of Koehler and Mishra (2008) that teachers’ TPACK can be expressed in different ways for different students and in different contextual conditions. Analysis of lesson plan documents showed a well presented theoretical development of the teachers’ TPACK. This seemed to have aligned with their self-reported beliefs which reported slightly higher competencies of TPACK. Observation data however, indicated that teachers had acquired technology integration skills but demonstrated relatively low competencies in blending the components of TPACK. The study leaves no doubts that these teachers’ stated pedagogical beliefs did not align with their instructional practices

KW - METIS-283727

KW - IR-84632

M3 - Conference contribution

SN - 9781880094846

SP - 2314

EP - 2319

BT - Proceedings of Society for Information Technology & Teacher Education International Conference 2011

A2 - Koehler, M.

A2 - Mishra, P.

PB - AACE

CY - Chesapeake, VA

ER -

Agyei DD, Voogt J. Determining Teachers’ TPACK through observations and self-report data. In Koehler M, Mishra P, editors, Proceedings of Society for Information Technology & Teacher Education International Conference 2011. Chesapeake, VA: AACE. 2011. p. 2314-2319